Core Standards of the CourseLevel 1: Goal 1: Communicate in Languages Other Than EnglishLevel 1: Standard 1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)a. Participate in brief guided conversations related to needs, interests, likes, and dislikes. (e.g. State what you like to do on the weekend; Talk about what you like to eat and don't like to eat).b. Understand and use culturally appropriate responses and non-verbal gestures. (e.g. Greet and take leave; Respond with an appropriate wish or comment in a variety of interpersonal situations).c. Make introductions, present classmates, adults, family members, and friends. (e.g. Introduce yourself to a new classmate; Introduce yourself to your new teacher or the parents of a friend).d. Ask and answer simple questions (e.g. Ask simple questions to solve problems; Find out what time it is).e. Make routine requests in the classroom and in public places. (e.g. Ask permission to go to the restroom, to sharpen a pencil, etc.; Ask for help in a store; Ask for directions).f. Describe state of being in simple phrases. (e.g. Ask and respond appropriately to questions about emotional and physical state of being; Ask and respond to questions about hunger, thirst and health).g. Express basic agreement and disagreement. (e.g. Agree or disagree with others' preferences; Disagree with statements made by your partner about the weather).Level 1: Standard 2 Students understand and interpret written and spoken language on a variety of topics. (Interpretive)a. Respond to routine requests in the classroom and in public places. (e.g. Respond through physical action to classroom commands; Follow simple directions given by the teacher or another student).b. Read, comprehend and respond to words and phrases in a variety of situations. (e.g. Read and order from a menu; Read a train schedule and plan your departure and return time).c. Exchange descriptions of people and products through oral and written descriptions. (e.g. Write a brief description of a friend or classmate and present it to the class; Describe what you are wearing; Write a list of the things you have in your bedroom).d. Identify ideas and topics from simple texts. (e.g. Identify important dates and holidays found on a calendar from the target culture; Read and present weather reports about the target country; Read a letter from a pen pal and respond to simple comprehension questions; Read a TV guide from the target country to determine the viewing day and times of shows).e. Read short narrative texts on simple topics. (e.g. Read "books" written and illustrated by classmates on familiar topics such as home life, families, favorite foods and activities; Read newspaper headlines in the target language and identify what the topic is; Read a simple poem, identify and discuss the themes).Level 1: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)a. Write and share familiar words, phrases and sentences. (e.g. Write a post card to a pen pal; Write and present a skit with classmates; Write and present a dialogue on a scene at a restaurant).b. b. Give short oral presentations. (e.g. Memorize and present a poem in the target language; Present an artist from the target culture; Sings songs in the target language; Present your family tree with names and ages of each member of the family).Level 1: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 1: Standard 4 Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.a. Demonstrate culturally appropriate behaviors for introductions, greetings and leave-taking in a variety of social situations. (e.g. Participate in a simulated first day of school in the target culture; Role-play introductions, employing appropriate social register).b. Use appropriate courtesy expressions. (e.g. Match correct expressions for "thank you, you are welcome, please and excuse me" with the correct illustration in the book; Show a mastery of the correct courtesy expressions by using them regularly in the classroom).c. Make simple polite requests. (e.g. Participate in a survey of classmates to find out how many of them have telephone numbers with the same prefix; List questions that could be asked to find out about a classmate's likes and dislikes).d. Examine cultural differences (e.g. Identify similar holidays, foods and customs that the two cultures share and then identify some differences in celebration; Examine the correct notation for time and dates in the target culture; Show the appropriate method of counting with one's fingers in the target culture).Level 1: Standard 5 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Identify major products of the target culture. (e.g. Create a map illustrating products of a target country; Collect samples of magazine and movie ads, product labels, or newspaper articles from the target culture).Level 1: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 1: Standard 6 Students reinforce and further their knowledge of other disciplines through the world language.a. Identify the major geographical features of countries or regions where the target language is spoken. (e.g. Create a topographical map; List major cities, capitals and regions of a country where the target language is spoken).b. Identify key historical events in target cultures. (e.g. Name important leaders who carried out political or social reforms; Draw a timeline of important historical events of countries where the target language is spoken).c. Apply mathematical skills in the world language. (e.g. Use math skills to estimate costs for travel and lodging in target language countries; Use math skills to convert dollars to the currency of a target language country).d. Identify typical cuisine and the variation of cuisines in the different cultures that use the target language. (e.g. Share a recipe from the target culture; Prepare food from the target culture using metric measurements).e. Demonstrate an awareness of music and art from the target cultures. (e.g. Learn popular children's songs from the target culture; Learn a dance from the target culture; Present a virtual art tour from the target culture).f. Identify parts of speech and sentence structure comparable to the English language. (e.g. Make a chart comparing parts of speech in both languages; Listen to comparable speech samples from both languages).g. Apply technology in the target language. (e.g. Prepare visual presentations such as children's books or travel brochures; Listen to pod casts recorded in the target language).Level 1: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through studying the target language and its culture.a. Examine authentic literature. (e.g. Collect selections from children's literature, poetry, folktales and songs; Read newspaper headlines and predict content of the article).b. Study authentic media in order to recognize different cultural viewpoints. (e.g. Examine authentic movie ads and TV guides).Level 1: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 1: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Identify and use borrowed words and cognates in the students' own language and in the target language. (e.g. Study maps and identify place names that originated in the target language; Identify and compare cognates in both languages).b. Identify basic idiomatic expressions in the students' own language and use some of them in the target language. (e.g. Express state of being and age; Discuss likes and dislikes).c. Recognize differences in the writing systems among languages. (e.g. Write a paragraph demonstrating appropriate punctuation and structure; Compare formal and informal discourse).d. Recognize that other languages and/or dialects may be spoken by people within the target culture. (e.g. Listen to samples of different dialects in the target language).e. Recognize and use the appropriate register. (e.g. Participate in a skit or simulation presenting formal and informal language; Identify different registers while watching video clips).Level 1: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Identify similar and different behavioral patterns, including the use of non-verbal gestures, between the target culture and the student's own culture. (e.g. Identify similarities and differences in teacher-student relationships in the target culture; Describe similarities and differences in behaviors such as greetings, attire, shopping and ordering food).b. Identify the similarities and differences in cultural reaction to local and world issues. (e.g. Read newspaper articles in both languages about current events).c. Recognize cultural stereotyping. (e.g. Discuss students' impressions of the target culture; Identify problems associated with stereotyping).Level 1: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 1: Standard 10 Standard 10: Students use the language both within and beyond the school setting.a. Identify uses for the target language within both local and national communities. (e.g. Identify occupations in want ads and Internet job searches for which the target language would be helpful; Identify news stories about the target cultures).b. Practice the target language with family, peers, or community members. (e.g. Share the target language with parents or siblings, specific to class vocabulary or assignments; Outside of class, initiate a conversation or respond to questions from the teacher in the target language).c. Share with the school or community an event or product from the target culture. (e.g. Organize language club activities, which benefit the school or community).Level 1: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Demonstrate interest in and appreciation of the target language. (e.g. Identify art, architecture, cuisine, music and business products, etc., representative of the target culture in the community; Read or view information about the target culture from a variety of media sources).b. Use the target language beyond the school setting. (e.g. Participate in language club activities which benefit the school or the community).Level 2: Goal 1: Communication – Communicate in languages other than EnglishLevel 2: Standard 1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)a. Ask questions regarding routine activities. (e.g. Ask your partner about leisure time activities; Ask about a typical school day).b. Participate in conversations on a variety of familiar and everyday topics. (e.g. Role-play a telephone conversation about plans for the weekend; Interview a classmate about weather conditions in your region; Conduct a class survey about sport preferences).c Give and respond to oral directions and commands. (e.g. Use a map to give and respond to directions; Reorder scrambled instructions; Role-play a street scene in the target culture asking for information on how to use public transportation).d. Interact in a variety of situations for basic survival and to meet personal needs. (e.g. Role-play a situation in a world post office and make appropriate requests for stamps and envelopes, cost of mailing a post card or letter to the US via air mail, etc.; Express basic needs and problems such as I don't have any paper. Do you have some paper; Role-play a restaurant situation, using a menu and target culture currency).Level 2: Standard 2 Students understand and interpret written and spoken language on a variety of topics. (Interpretive)a. Understand and interpret authentic writing, video and music. (e.g. Read ads in target culture newspapers; View videos about the target culture in the target language; Research products from the target culture via the Internet; Listen to and sing music from the target culture).b. Understand and interpret written messages and announcements on topics of interest. (e.g. Read about sporting events in newspapers and magazines in the target language; Follow oral and written directions for daily classroom activities; Read daily television schedules in the target language).c. Understand and interpret simple personal written communication such as notes, invitations, and letters. (e.g. Exchange letters or emails with a pen pal in the target language; Write an appropriate engagement announcement, wedding invitation and birth announcement for the target culture; Analyze plots, characters and themes in target culture literary works).Level 2: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)a. Write and share short texts at the paragraph level of discourse using culturally appropriate language with increasing accuracy. (e.g. Write and share simple texts such as dialogues, simple plays and skits; Write and present a poem in the target language; Record daily activities in a journal in the target language).Level 2: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 2: Standard 4 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.a. Identify significant cultural practices and behaviors in the target culture. (e.g. Find information about a wedding in the target culture; Learn and use everyday or traditional expressions unique to the target culture).b. Identify similarities and differences for everyday life in the United States and the target culture. (e.g. List the similarities and differences in dining practices of the two cultures; View and discuss clips of movies from the target culture that show family life).Level 2: Standard 5 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Identify and describe various products or symbols of the target culture. (e.g. Study samples of food products found in the students' culture influenced by the target culture; Study the differences in education between the two cultures).b. Identify and describe examples of artistic expression in the target culture. (e.g. Compare and contrast architectural styles; Examine and present the work of an artist from the target culture).c. Study current events from the target culture. (e.g. Read target cultural newspapers about current events; Listen to a newscast from a target culture).d. Study the geography and history of the target culture. (e.g. Complete a world map illustrating all countries using the target language; Identify and make a timeline of significant historical events of the target culture).Level 2: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 2: Standard 6 Students reinforce and further their knowledge of other disciplines through the target language.a. Demonstrate knowledge of key historical and current events in the target culture. (e.g. Identify important dates relating to the political or economic development of the target country).b. Apply more advanced mathematical skills in the target language. (e.g. Convert Fahrenheit and Celsius temperatures; Simulate major purchases such as automobiles, homes and stocks).c. Continue to demonstrate an awareness of music and art in the target culture. (e.g. Listen to examples of folk music and name the instruments used; Discuss a picture of contemporary art).d. Apply composition techniques learned in English class to writing in the target language. (e.g. Write a simple, well-organized paragraph in the target language; Write a letter to a pen pal).e. Transfer technology skills to the target language classroom. (e.g. Exchange e-mail with students from the target culture; Use clip art to practice and review vocabulary and grammar; Prepare reports in the target language using a word processing program).Level 2: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.a. Examine and discuss authentic literature. (e.g. Present a memorized poem to an audience; Create a schedule for a typical school day).b. Access media from the target culture to gain information and to identify different perspectives. (e.g. Analyze and compare views of current world events in the target culture; Explain different perceptions of beauty represented in popular media).Level 2: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 2: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Recognize cognates. (e.g. Identify cognates and their meanings as a listening or reading comprehension strategy).b. Recognize idiomatic expressions. (e.g. Identify idiomatic expressions in a variety of simple texts).c. Recognize and use differences in grammatical structures among languages. (e.g. Write a simple composition demonstrating good use of punctuation and structure).d. Recognize differences in pronunciation within the target language. (e.g. Read aloud in the target language with appropriate intonation and pronunciation; Compare and contrast different dialects in both languages).Level 2: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Understand and use appropriate verbal and non-verbal communication of the target language. (e.g. Create dialogues using both familiar and polite forms of speech; Use appropriate verbal and non-verbal forms of greetings).b. Analyze the similarities and differences in cultural reaction to local and world issues. (e.g. Read and respond to current events; Write an editorial for the school newspaper).c. Recognize contributions and influences on the target culture to the United States. (e.g. Collect and prepare recipes of the target culture; Compare and contrast holiday celebrations of both cultures).Level 2: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 2: Standard 10 Students use the language both within and beyond the school setting.a. Practice the target language with family, peers, or community members. (e.g. Write and illustrate a simple story and present it to others; Teach a mini-grammar or culture lesson to others; Correspond with a pen pal by email or letter).b. Participate in school and community events related to the target cultures. (e.g. Prepare food representative of the target cultures to be presented at a target culture event; Perform in the target language for a school or community celebration; Participate in a language club activity).c. Identify community resources to expand student awareness of the target cultures. (e.g. Investigate various professions and careers available to speakers of the target language; Compile a list of community individuals with expertise in the target language and/or about the target cultures; Interview native speakers in the community).d. Identify examples of the interdependence of the world's communities. (e.g. Discuss international business relations in the community).Level 2: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Demonstrate interest in and appreciation of the target language. (e.g. Travel with family to countries of the target language; Attend a film, play, concert, or festival related to the target culture in the community).b. Use the target language beyond the school setting. (e.g. Exchange information about topics of personal interest).Level 3: Goal 1: Communication – Communicate in languages other than EnglishLevel 3: Standard 1 Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions. (Interpersonal)a. Interact in a variety of social situations beyond the classroom. (e.g. Give basic directions to a visitor or exchange student from the target country; Extend, accept, and refuse invitations, formal and informal, oral and written, using appropriate expressions and behavior).b. Provide and exchange detailed information on familiar topics. (e.g. Describe food and leisure time preferences to a native speaker of the language such as a host family member; Inquire about price, size, and availability of items while simulating shopping in the target culture; Use the target language to greet one another and engage in conversation about everyday topics, such as weather, friends, school and family).c. Describe and explain state of being and feelings (e.g. Share opinions, preferences and feelings in the target language with classmates; Compare and contrast opinions about sporting events, films or popular music in the target culture; Exchange information about personal events and memorable experiences).d. Express agreement and disagreement, and support opinions with simple reasoning. (e.g. Use culturally appropriate expressions to manage conversations, such as expressions used to interrupt a conversation, to apologize, or to express agreement or disagreement; Use the target language to support opinions and individual perspectives on a variety of contemporary topics; Use the target language to discuss and propose solutions to issues and problems in the community).Level 3: Standard 2 Students understand and interpret written and spoken language on a variety of topics.a. Identify main ideas and topics in a variety of authentic written materials. (e.g. Identify and personalize the main ideas in an authentic reading on leisure activities by listing them and then ranking the activities according to preference; Select potential pen pals from a "personals" section of an appropriate target language newspaper or magazine; Demonstrate comprehension of a written description of a target culture mealtime customs and etiquette; Demonstrate understanding of target language apartment rental or real estate ads).b. Understand short literary selections. (e.g. Read and analyze in some detail poems written in the target language; Present or write a summary of a short story written in the target language).c. Comprehend and respond to main ideas in language spoken by native speakers on familiar/simple topics. (e.g. Follow directions given in the target language, such as use of telephone, use of automated parking, use of an ATM in a role-play; Demonstrate an understanding of information on target language Internet sources on a variety of topics, such as weather, current events and sports).Level 3: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.a. Write and share texts at the multi-paragraph level of discourse using culturally appropriate language with increasing accuracy. (e.g. Write and share texts such as dialogues, journal entries, letters and short compositions; Prepare and present an oral report on a topic of interest).b. Give oral presentations using culturally appropriate language with increasing accuracy. (e.g. Prepare, illustrate and present an advertisement for a product; Perform scenes from target language plays, live or on video).Level 3: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 3: Standard 4 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.a. a. Explain cultural practices and behaviors of everyday life in the target culture. (e.g. Interview a native about a typical school day for someone from the target culture; Compare interpersonal relationships as observed in videos from the target culture).b. Demonstrate appropriate non-verbal communication in a variety of social contexts. (e.g. Use appropriate gestures as a means of communication in the target culture; Respond appropriately to non-verbal cues).Level 3: Standard 5 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Identify major contributions from the target culture. (e.g. Analyze the scientific contributions of the target culture; Research the technology of the target country and its global influences).b. Identify geographical features, historical events and political structures of various target countries. (e.g. Watch and discuss a video clip from a historical movie; Compare the political systems of the two countries).Level 3: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 3: Standard 6 Students reinforce and further their knowledge of other disciplines through the target language.a. Transfer knowledge and understanding of history to the study of the target language and its culture. (e.g. Create an historical timeline of events in the European Union, using knowledge gained in social studies classes; Explain the influence of historical events on the target language and English).b. Transfer and apply reading and process-writing strategies to the target language classroom. (e.g. Identify themes and main ideas of newspaper or magazine articles from the target culture using reading strategies learned in English class; Write multi-paragraph essays on selected topics, following the steps of process-writing).c. Transfer knowledge and understanding of the basic elements of art to the study of the target culture. (e.g. Identify the basic elements of style, color, and content in selected paintings representative of the target culture).d. Apply the grammatical knowledge acquired in the target language to achieve a better understanding of English grammatical structures and vocabulary. (e.g. Apply knowledge and skills learned in the target language to improve writing in English).e. Apply the information learned through target language resources to other disciplines. (e.g. Apply knowledge and skills gained in the target language to make connections to other content areas and real world situations).Level 3: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.a. Demonstrate an understanding of various topics by examining them from the perspectives of other cultures where the language is spoken. (e.g. Read and listen to poetry, folk tales, songs and short stories written for native speakers of the target language; Read magazines, newspapers, and electronic media for information about the target culture; Access target language Internet sites to locate authentic target culture recipes).b. Use target-language skills to acquire new information and discover new cultural perspectives. (e.g. Find and report on information found in target language newspapers and magazines on weather information and current events in target country).Level 3: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 3: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Analyze the process of translation. (e.g. Compare a direct translation of a passage from English to the target language with a native translation).b. Integrate the use of idiomatic expressions. (e.g. Write a composition describing your friends using appropriate idiomatic expressions; Interview a classmate about a sporting event or social activity using appropriate idiomatic expression).c. Apply more complex structural patterns of the target language. (e.g. Write a passage using complex sentences; Create a lexicon of common words and their usage in both languages).Level 3: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Use the target language in a manner acceptable to native speakers. (e.g. Use culturally appropriate behavior in a variety of settings such as dining, traveling, working, shopping and entertaining).b. Explain similarities and differences in verbal and non-verbal behavior between cultures. (e.g. Discuss differences in verbal and non-verbal behavior as observed in videos; Compare marketing strategies of both cultures).c. Explain the impact of the target culture on the student. (e.g. Identify possible future encounters when studying or traveling in a target country).Level 3: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 3: Standard 10 Students use the language both within and beyond the school setting.a. Exchange written and oral information with others who use the target language. (e.g. Write to a pen pal or an inter-class student in the target language).b. Use authentic sources to understand the relationships between the target culture and the United States. (e.g. Read articles from newspapers, magazines, and the Internet; Research current events in the target culture and present to class).Level 3: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Access a variety of target language sources for entertainment or personal growth. (e.g. Visit the art museum to view a special exhibit of art from or representative of the target cultures; Watch television, movies, sporting events, and listen to radio broadcasts related to the target culture; Travel to the target country with either family or with an organized group).b. Use the target language beyond the school setting to participate in a cultural activity. (e.g. Order food at a restaurant in the target language; Participate in a language fair).Level 4: Goal 1: Communication – Communicate in languages other than EnglishLevel 4: Standard 1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)a. Ask and respond to a variety of questions giving reasons for answers. (e.g. Engage in conversations discussing current and past events; Express opinions and preferences regarding events, experiences and school subjects).b. Interact in complex social situations. (e.g. Role-play a conversation at a party asking and answering questions about leisure activity preferences; Develop and propose solutions to issues and problems related to the school or community).c. Express and support opinions. (e.g. Share opinions with classmates on familiar topics of interest, such as films, musical groups and sports teams; Discuss orally or in writing current or past events that are of significance in the target culture).d. d. Analyze and react to expository and literary texts in the target language. (e.g. Engage in conversation with peers and/or native speakers of the target language about themes and points of views in authentic texts; Present an analysis of a poem or short story written in the target language; Share points of view with peers and/or native speakers about an article in a target language newspaper).Level 4: Standard 2 Students understand and interpret written and spoken language on a variety of topics.a. Understand selected authentic written and oral materials on topics of personal interest. (e.g. Read and discuss a subject of interest found in a target culture magazine such as an article on a popular singer or actor; Read and discuss cultural nuances of meaning in written and oral materials in the target language).b. Demonstrate an understanding of the main ideas and some details of live and recorded discussions in the target language. (e.g. Write a summary of a newscast recorded in the target country; Analyze the main plot, subplot, and characters in a recorded version of a play in the target language).c. Comprehend and respond to formal written communication. (e.g. Demonstrate understanding of an authentic travel guide written in the target culture; Write a culturally appropriate letter requesting hotel accommodations; Write a culturally appropriate wedding invitation or birth announcement).d. Demonstrate comprehension of authentic literary selections. (e.g. Read and analyze target-language literary texts, such as poems, short stories and novels; Read authentic literary texts and discuss the use of humor and plays on words).Level 4: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.a. Write and share texts using culturally appropriate language with increasing accuracy. (e.g. Write and present a play in the target language using culturally appropriate discourse; Present a dramatic reading of a poem from the target culture; Write and present a publicity campaign for a target-culture product).b. Give oral presentations using culturally appropriate language with increasing accuracy. (e.g. Simulate a television newscast in the target language; Role play a job interview in the target language).Level 4: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 4: Standard 4 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.a. Identify differences in cultural practices among same-language cultures. (e.g. Describe similarities and differences in family roles observed in films or literary works; Compare pronunciation differences between speech samples of different same-language countries).b. Recognize sociolinguistic features of the target culture. (e.g. Demonstrate knowledge of the use of gestures in the target culture(s); Role-play greetings based on levels of formalities).c. Interpret the cultural connotations of common words, phrases, and idioms. (e.g. Write a comparison of idiomatic expressions from the target language and English; Read authentic language samples to identify idiomatic expressions).d. Discuss unfounded generalizations and stereotypes. (e.g. Discuss the stereotypes presented about the American culture in a movie from the target culture; Read and discuss newspaper and magazine articles in the American media about the target culture).e. Discuss social and geographic factors that affect cultural practices. (e.g. Research the food preferences of the regions in a target culture and how they are influenced by bordering countries; Discuss the ways that geography has affected the development of sports and their popularity).Level 4: Standard 5 Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Describe various aspects of the culture, including major historical events and political structures. (e.g. Discuss the current events in the target culture and their influence on your culture; Discuss the differences in social practices as they relate to the workplace, home and leisure activities).b. Identify and discuss major artistic periods and genres of at least one of the target cultures. (e.g. Compare and contrast the work produced in a target country and the United States during any given art period; Examine the hip-hop music of the United States and one of the target cultures; Research the different architectural styles of a target country and present your findings to the class).Level 4: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 4: Standard 6 Students reinforce and further their knowledge of other disciplines through the target language.a. Read and discuss authentic literature. (e.g. Identify and discuss elements of literature such as plot development and characterization).b. b. Conduct traditional and electronic research on selected topics related to the target language and culture. (e.g. Conduct Internet research on contemporary cultural practices and products of the world culture; Report on topics of interest in the target culture; Report on the role of major contemporary and historical figures or events from the target culture).Level 4: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.a. Access a variety of entertainment media available to speakers of the language. (e.g. View videos, films and television programs from the target country to understand the roles of males and females in the target culture; Use a variety of authentic sources to prepare reports on topics of personal interest, comparing the target culture perspectives to America's).b. Read and interpret short stories, poetry, or plays in the target language. (e.g. Write an interpretative essay from an American viewpoint; Perform a play in the target language from an American perspective; Recite orally in class a poem and then discuss its symbolism).c. Expand knowledge, through the target language, of other subject areas. (e.g. Report orally or in writing in the target language on topics being studied in other classes; Discuss worldwide issues in the target language).Level 4: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 4: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Analyze differences between identified grammatical structures of English and the target language. (e.g. Apply the correct possessive structures used in the target language; Demonstrate correct word order in writing and speaking).b. Identify the historical and cultural reasons for cognates, loan words, and borrowed words. (e.g. Explain the historical reasons for specified place names in the United States).c. Use correct stress and intonation patterns to communicate in particular contexts. (e.g. Read a poem with correct intonation, phrasing, and stress; Sing with correct pronunciation and phrasing).Level 4: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Identify and compare current issues in the target culture and student's own culture. (e.g. Interview a native speaker about current political issues; Research and present findings on immigration policies for both cultures).b. Discuss the impact of specific contributions of the world culture to student's own culture. (e.g. Study art and architecture of the target culture and its influence in the United States; Discuss the importance of imports and exports for both countries).c. Compare and contrast artistic contributions of the world culture with artistic contributions of the United States. (e.g. Attend concerts, art exhibits, films and sporting events representative of the target culture; Organize a small group presentation on contemporary authors, artists and musicians).Level 4: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 4: Standard 10 Students use the language both within and beyond the school setting.a. Communicate orally or in writing with members of the target culture on a variety of topics. (e.g. Ask questions after a formal presentation or when encountering a speaker of the target language; Invite professionals to explain their use of the target language in their occupations, such as health care, law enforcement, social services and business; Host an exchange student).Level 4: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Access a variety of target language sources for entertainment or personal growth. (e.g. Attend a performance of a ballet or theatrical play representative of the target culture; Play games or sports from the target culture).b. Use the target language beyond the school setting to participate in a cultural activity. (e.g. Discuss a target-culture experience with friends, family and colleagues; Listen to music, sing songs, or play musical instruments from the target culture).Core Standards of the CourseStandard 1 (Culture): Students will recognize and describe how individuals and families are both similar and different.Objective 1 Identify how individuals are similar and different.Describe and compare characteristics of self and others (e.g., differences in gender, height, language, beliefs, and color of skin, eyes, hair).Explain how people change over time (e.g., self, others).Demonstrate respect for each individual.Explain the elements of culture, including language, dress, food, shelter, and stories.Objective 2 Recognize and describe how families have both similar and different characteristics.Identify family members (i.e., immediate and extended).Explain family rules and routines.Describe family members' duties and responsibilities within the family.Share how families celebrate occasions such as birthdays and holidays.Explain how families change over time (i.e., past, present, future).Describe ways that families provide love, care, food, shelter, clothing, companionship, and protection.Social Studies Vocabulary Students Should Know and Use: compare, rules, routine, similar, different, respect, culture, shelter, change, duty, past, present, future, celebrate, familyStandard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen.Objective 1 Demonstrate appropriate ways to behave in different settings.Explain why families and classrooms have rules (e.g., examples of rules and consequences).Demonstrate positive relationships through play and friendship.Identify examples of individual honesty and responsibility.Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes of diverse cultures).Demonstrate respect for others, leaders, and the environment.Objective 2 Identify and demonstrate safe practices in the home and classroom.Recite name, address, and telephone number.Follow safety procedures for school emergencies (e.g., fire drill, earthquake, intruder).Recognize and explain common traffic symbols.Identify school personnel to whom students can go to for help or safety.Identify and articulate the purpose and role of authority figures (e.g., parents, secretary, principal, teacher, librarian, police officers, firefighters, tribal leaders).Objective 3 Investigate and explain how symbols and songs unite families and classmates.Identify school systems and traditions (e.g., mascot, song, events).Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty).Learn and sing state and U.S. patriotic songs.Identify the people and events honored in Utah and U.S. commemorative holidays.Know the words and meaning of the Pledge of Allegiance.Identify the rules and etiquette of citizenship (e.g., stand for the flag, hand over heart).Social Studies Vocabulary Students Should Know and Use: family, consequence, responsibility, honesty, courage, respect, patriotism, leader, environment, safety, symbol, tradition, holiday, citizen, friend, hero, mascot, Pledge of Allegiance, tribal leadersStandard 3 (Geography): Students will use geographic terms and tools.Objective 1 Identify geographic terms that describe their surroundings.Locate objects in the classroom using the terms near/far, left/right, behind/in front, and up/down.Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway).Make a simple map (e.g., home, home to school, classroom).Objective 2 Describe the purpose of a map or globe.Identify maps and globes.Distinguish between land and water on maps and globes.Determine a location by using terms such as near/far, up/down, right/left.Identify cardinal directions on a map.Social Studies Vocabulary Students Should Know and Use: near/far, left/right, behind/in front, up/down, hill, mountain, ocean, lake, river, road, highway, map, globe, north, south, east, west, land, water, home, schoolStandard 4 (Financial Literacy): Students can explain how humans meet their needs in many ways.Objective 1 Recognize that people have basic needs (food, shelter, and clothing) and wants (toys, games, treats).Identify the difference between basic wants and needs.Explain that families have needs and wants.Describe how basic human needs, such as food, shelter, and clothing, can be met.Objective 2 Explain that people have jobs and earn money to meet their needs.Identify the jobs in the home and in the school.Explain why people work (i.e., to earn money to buy the things that they need or want).Describe different types of jobs that people do and the tools and equipment that they use.Recognize various forms of United States coins and currency.Social Studies Vocabulary Students Should Know and Use: needs, wants, job, money, earn, tools, coins, currency, shelterCore Standards of the CourseStandard 1 The Processes of Science, Communication of Science, and the Nature of Science. Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.Objective 1 Generating Evidence: Using the processes of scientific investigation (i.e. framing questions, designing investigations, conducting investigations, collecting data, drawing conclusions)Framing questions: Observe using senses, create a hypothesis, and focus a question that can lead to an investigation.Designing investigations: Consider reasons that support ideas, identify ways to gather information that could test ideas, design fair tests, share designs with peers for input and refinement.Conducting investigations: Observe, manipulate, measure, describe.Collecting data: Deciding what data to collect and how to organize, record, and manipulate the data.Drawing conclusions: Analyzing data, making conclusions connected to the data or the evidence gathered, identifying limitations or conclusions, identifying future questions to investigate.Objective 2 Communicating Science: Communicating effectively using science language and reasoningDeveloping social interaction skills with peers.Sharing ideas with peers.Connecting ideas with reasons (evidence).Using multiple methods of communicating reasons/evidence (verbal, charts, graphs).Objective 3 Knowing in Science: Understanding the nature of scienceIdeas are supported by reasons.There are limits to ideas in science (i.e. what can be observed, measured, and verified).Differences in conclusions are best settled through additional observations and investigations.Communication of ideas in science is important for helping to check the reasons for ideas.Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.Objective 1 Investigate non‐living things.Supplemental Materials (pdf)Observe and record that big rocks break down into small rocks, e.g., boulders, rocks, pebbles, sand.Demonstrate how water and wind move nonliving things.Sort, group, and classify Earth materials, e.g., hard, smooth, rough, shiny, flat.Objective 2 Observe and describe changes in day and night.Supplemental Materials (pdf)Compare and contrast light and dark in a daynight cycle and identify the changes as a pattern.Investigate, interpret, and explain to others that the sun provides heat and light to Earth.Examine what happens when you block the sun’s light. Explore shadows and temperature changes.Objective 3 Compare changes in weather over time.Supplemental Materials (pdf)Observe and record that weather changes occur from day‐to‐day and weather patterns occur from season to season.Communicate ways weather can affect individuals.Describe, predict, and discuss daily weather conditions and how predicting the weather can improve our lives.Standard 3 Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials.Objective 1 Identify how non‐living things move.Supplemental Materials (pdf)Observe and record how objects move in different ways, e.g., fast, slow, zigzag, round and round, up and down, straight line, back and forth, slide, roll, bounce, spin, swing, float, and glide.Compare and contrast how physical properties of objects affect their movement, e.g., hard, soft, feathered, round, square, cone, geometric shapes.Objective 2 Describe parts of non‐living things.Supplemental Materials (pdf)Describe how parts are used to build things and how things can be taken apart.Explain why things may not work the same if some of the parts are missing.Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.Objective 1 Investigate living things.Supplemental Materials (pdf)Construct questions, give reasons, and share findings about all living things.Compare and contrast young plants and animals with their parents.Describe some changes in plants and animals that are so slow or so fast that they are hard to see (e.g., seasonal change, “fast” blooming flower, slow growth, hatching egg).Objective 2 Describe the parts of living things.Supplemental Materials (pdf)Differentiate between the five senses and related body parts.Identify major parts of plants, e.g., roots, stem, leaf, flower, trunk, branches.Compare the parts of different animals, e.g., skin, fur, feathers, scales; hand, wing, flipper, fin.Core Standards of the CourseDomain: Counting and CardinalityKnow number names and the count sequence. 1. Count to 100 by ones and by tens.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).Count to tell the number of objects. 4. Understand the relationship between numbers and quantities; connect counting to cardinality.When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.Understand that each successive number name refers to a quantity that is one larger.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.Compare numbers. 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.17. Compare two numbers between 1 and 10 presented as written numerals.Domain: Operations and Algebraic ThinkingUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.5. Fluently add and subtract within 5.Domain: Number and Operations in Base TenWork with numbers 11-19 to gain foundations for place value. 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.Domain: Measurement and DataDescribe and compare measurable attributes. 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3Domain: GeometryIdentify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above,below, beside, in front of, behind, and next to.2. Correctly name shapes regardless of their orientations or overall size.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).Analyze, compare, create, and compose shapes. 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.6. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"1 Include groups with up to ten objects.2 Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)3 Limit category counts to be less than or equal to 10.Core Standards of the CourseStandard 1 Students will understand simple number concepts and relationships.Objective 1 Identify and use whole numbers up to 30.Represent whole numbers using concrete, pictorial, and symbolic representations.Order a set of up to ten objects and use ordinal numbers from first to tenth to identify the position of the object in the chosen order.Use one-to-one correspondence when counting a set of objects and develop a strategy for keeping track of counted and uncounted objects.Objective 2 Identify and use simple relationships among whole numbers up to 30.Estimate quantities in a set of objects using multiples of 10 as benchmark numbers.Compose and decompose quantities to establish a relationship between the parts and the whole.Recognize 5 or 10 as a part of the part-whole relationship of numbers.Compare sets of objects and determine whether they have the same, fewer, or more objects.Objective 3 Model, describe, and illustrate meanings of addition and subtraction for whole numbers less than ten.Demonstrate the joining and separating of sets of objects to solve problems.Describe the joining or separating of sets with informal language when using models.Record pictorially the results from joining or separating of sets.Mathematical Language and Symbols Students Should Use: add, subtract, first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, same, fewer, moreExploratory Concepts and Skills:Count by ones, beginning from any number in the counting sequence.Represent quantities using concrete objects and investigate partitioning of sets.Create problems that can be solved using addition and subtraction.Standard 2 Students will sort and classify objects as well as recognize and create simple patterns.Objective 1 Identify, sort, and classify objects according to common attributes.Sort objects into groups by attribute and identify which attribute was used.Describe multiple ways to sort and classify a group of objects.Objective 2 Identify, duplicate, describe, and extend simple repeating and growing patterns.Identify and describe simple repeating patterns with numbers and shapes.Duplicate and extend simple repeating patterns with numbers and shapes.Describe simple growing patterns with shapes.Identify simple patterns in the environment.Mathematical Language and Symbols Students Should Use: sort, repeating patterns, growing patternsExploratory Concepts and Skills:Explore skip counting by fives, tens, and twos.Standard 3 Students will understand basic geometry and measurement concepts as well as collect and organize data.Objective 1 Identify and create simple geometric shapes and describe simple spatial relationships.Identify, name, describe, and draw circles, triangles, rectangles, and squares in various sizes and orientations.Combine shapes to create two-dimensional objects (e.g., using a triangle and square to create a picture of a house).Use words to describe position and distance.Investigate two- and three-dimensional shapes including hexagons, trapezoids, spheres, cubes, and cones.Objective 2 Identify and use measurable attributes of objects and units of measurement.Identify clocks and calendars as tools that measure time.Identify a day, week, and month on a calendar and name the days of the week in order.Identify pennies, nickels, dimes, and quarters as units of money.Compare two objects by measurable attributes (i.e., length, weight) and order several objects by measurable attributes (i.e., length, weight).Objective 3 Collect and organize simple data.Pose questions and gather data about self and surroundings.Organize data obtained from sorting and classifying objects.Mathematical Language and Symbols Students Should Use: circle, triangle, rectangle, square, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, penny, nickel, dime, quarter, shorter, longer, above, below, near, far, betweenExploratory Concepts and Skills:Measure objects using non-standard units.Identify the value of a penny, nickel, dime, and quarter.Organize data in lists, tables, and simple graphs.Core Standards of the CourseCollege and Career Readiness Anchor Standards for K-5 ReadingThe following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Key Ideas and DetailsReading: Literature Standard 1 With prompting and support, ask and answer questions about key details in a text.Reading: Literature Standard 2 With prompting and support, retell familiar stories, including key details.Reading: Literature Standard 3 With prompting and support, identify characters, settings, and major events in a story.Craft and StructureReading: Literature Standard 4 Ask and answer questions about unknown words in a text.Reading: Literature Standard 5 Recognize common types of texts (e.g., storybooks, poems).Reading: Literature Standard 6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.Integration of Knowledge and IdeasReading: Literature Standard 7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.Range of Reading and Level of Text ComplexityReading: Literature Standard 10 Actively engage in group reading activities with purpose and understanding.Key Ideas and DetailsReading: Informational Text Standard 1 With prompting and support, ask and answer questions about key details in a text.Reading: Informational Text Standard 2 With prompting and support, identify the main topic and retell key details of a text.Reading: Informational Text Standard 3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.Craft and StructureReading: Informational Text Standard 4 With prompting and support, ask and answer questions about unknown words in a text.Reading: Informational Text Standard 5 Identify the front cover, back cover, and title page of a book.Reading: Informational Text Standard 6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.Integration of Knowledge and IdeasReading: Informational Text Standard 7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).Reading: Informational Text Standard 8 With prompting and support, identify the reasons an author gives to support points in a text.Reading: Informational Text Standard 9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 Actively engage in group reading activities with purpose and understanding.The reading foundational skills standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.Print ConceptsReading: Foundational Skills Standard 1 Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to bottom, and page by page.b. Recognize that spoken words are represented in written language by specific sequences of letters.c. Understand that words are separated by spaces in print.d. Recognize and name all upper- and lowercase letters of the alphabet.Phonological AwarenessReading: Foundational Skills Standard 2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Recognize and produce rhyming words.b. Count, pronounce, blend, and segment syllables in spoken words.c. Blend and segment onsets and rimes of single-syllable spoken words.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.Phonics and Word RecognitionReading: Foundational Skills Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.FluencyReading: Foundational Skills Standard 4 Read emergent-reader texts with purpose and understanding.College and Career Readiness Anchor Standards for K-5 WritingThe following writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).Writing Standard 2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.Writing Standard 3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.Production and Distribution of WritingWriting Standard 4 (Begins in grade 3)Writing Standard 5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.Writing Standard 6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.Research to Build and Present KnowledgeWriting Standard 7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).Writing Standard 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Writing Standard 9 (Begins in grade 4)Range of WritingWriting Standard 10 (Begins in grade 3)College and Career Readiness Anchor Standards for K-5 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges.Speaking and Listening Standard 2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.Speaking and Listening Standard 3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.Speaking and Listening Standard 5 Add drawings or other visual displays to descriptions as desired to provide additional detail.Speaking and Listening Standard 6 Speak audibly and express thoughts, feelings, and ideas clearly.College and Career Readiness Anchor Standards for K-5 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. With guidance and support, identify and write many upper - and lowercase letters, including those in the student's name.b. Use frequently occurring nouns and verbs.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).f. Produce and expand complete sentences in shared language activities.Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize the first word in a sentence and the pronoun I.b. Recognize and name end punctuation.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.Knowledge of LanguageLanguage Standard 3 (Begins in grade 2)Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.Language Standard 5 With guidance and support from adults, explore word relationships and nuances in word meanings.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.Language Standard 6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB)Appendix C: Annotated samples of student writing (PDF - 11.28 MB)Core Standards of the CourseStandard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.Objective 1 Develop language through listening and speaking.Listen attentively.Listen and demonstrate understanding by responding appropriately (e.g., follow two-step directions).Speak clearly and audibly with expression in communicating ideas.Speak in complete sentences.Objective 2 Develop language through viewing media and presenting.View a variety of media presentations attentively.Use a variety of formats (e.g., show and tell, drama, sharing of books) in presenting with various forms of media.Standard 2 (Concepts of Print): Students develop an understanding of how printed language works.Objective 1 Demonstrate an understanding that print carries “the” message.Recognize that print carries different messages.Identify messages in common environmental print (e.g., signs, boxes, wrappers).Objective 2 Demonstrate knowledge of elements of print within a text.Identify front/back, top/bottom, left/right of text/book.Discriminate between upper- and lower-case letters, numbers, and words in text.Show the sequence of print by pointing left to right with return sweep.Identify where text begins and ends on a page.Identify punctuation in text (i.e., periods, question marks, exclamation points).Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness.Objective 1 Demonstrate phonological awareness.Count the number of words in a sentence.Identify and create a series of rhyming words orally (e.g., cat, bat, sat, _____).Recognize words beginning with the same initial sound in an alliterative phrase or sentence (e.g., Six snakes sold snacks and sodas.).Objective 2 Recognize like and unlike word parts (oddity tasks).Identify the word that does not rhyme in a series of words (e.g., bat, cat, sat, pig).Identify the words with same beginning consonant sound in a series of words (e.g., man, sat, sick) and ending consonant sound (e.g., man, sat, then).Objective 3 Orally blend word parts (blending).Blend syllables to make words (e.g., /ta/.../ble/, table).Blend onset and rimes to make words (e.g., /p/…/an/, pan).Blend individual phonemes to make words (e.g., /s/…/a/…/t/, sat).Objective 4 Orally segment words into word parts (segmenting).Segment words into syllables (e.g., table, /ta/…/ble/).Segment words into onset and rime (e.g., pan, /p/…an).Segment words into individual phonemes (e.g., sat, /s/…/a/…/t/).Objective 5 Orally manipulate phonemes in words and syllables (manipulation).Substitute initial sound (e.g., replace first sound in mat to /s/, say sat).Substitute initial sound to create new words (e.g., replace the first sound in mat with letters of the alphabet).Standard 4 (Phonics and Spelling): Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.Objective 1 Demonstrate an understanding of the relationship between letters and sounds.Name all upper- and lower-case letters of the alphabet in random order.Match consonant and short vowel sounds to the correct letter.Blend simple cvc sounds into one-syllable words.Objective 2 Use knowledge of structural analysis to decode words.See First Grade and Second Grades.Objective 3 Spell words correctly.Hear and write letters to represent single sounds in words.Spell a small number of grade level words (e.g., you, the, to, is).Spell first name correctly.Objective 4 Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).Use knowledge about spelling to predict the spelling of new words.Associate the spelling of new words with that of known words.Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.Objective 1 Read aloud grade level text with appropriate speed and accuracy.Read alphabet letters in random order with automaticity.Read numerals from zero to ten in random order with automaticity.Objective 2 Read aloud grade level text effortlessly with clarity.Use appropriate intonation and expression during unison oral reading with the teacher.Read with automaticity approximately 25 high-frequency/sight words.Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.Objective 1 Learn new words through listening and reading widely.Use new vocabulary learned by listening, reading, and discussing a variety of genres.Learn the meaning of a variety of grade level words (e.g., words from literature, social studies, science, math).Use resources to learn new words by relating them to known words (e.g., books, charts, word walls).Objective 2 Use multiple resources to learn new words by relating them to known words and/or concepts.See second, third, fourth, fifth, and sixth grades.Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words by looking at the root word and using known endings (e.g., car, cars; jump, jumped, jumping).Monitor reading using context to explain the meanings of unknown key words from text read aloud.Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.Objective 1 Identify purposes of text.Discuss purpose for reading.Discuss author’s purpose.Objective 2 Apply strategies to comprehend text.Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).Ask questions about text.Make predictions using picture clues, title, and prior knowledge.Make inferences and draw conclusions from text.Retell identifying key ideas.Compile information from text.Objective 3 Recognize and use features of narrative and informational text.Identify beginning, middle, and ending of text.View a variety of simple genres: nursery rhymes, fairy tales, poems, realistic fiction, fantasy.Identify information from pictures.Recognize information as real/make believe.View a variety of informational texts (e.g., pictures books).Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.Objective 1 Prepare to write by gathering and organizing information and ideas (pre-writing).Generate ideas for writing by listening, talking, drawing, looking at literature and informational text, being read to, and reflecting on personal experiences.Select topics from generated ideas.Objective 2 Compose a written draft.Draft ideas on paper, utilizing pictures with labels/words.Select appropriate words to convey meaning.Objective 3 Revise by elaborating and clarifying a written draft.See second, third, fourth, fifth, and sixth grades.Objective 4 Edit written draft for conventions.Edit writing of first name for appropriate capital and lowercase letters.Edit writing for the spelling of a key word.Objective 5 Use fluent and legible handwriting to communicate.Print all upper- and lower-case letters of the alphabet and numerals 0-9 using proper form, proportions, and spacing.Write with increasing fluency in forming manuscript letters and numerals.Write name legibly using correct manuscript form.Objective 6 Write in different forms and genres.Produce personal writing (e.g., All About Me books, notes). Produce traditional and imaginative stories, narrative and formula poetry as a shared writing activity.Produce functional text (e.g., ABC books, labels, signs).Share illustrations and writing with others.Take part in producing group products.Core Standards of the CourseStandard 1 Students will develop a sense of self.Objective 1 Describe and practice responsible behaviors for health and safety.Describe proper care of the body (e.g., proper brushing of teeth, eating a variety of foods, proper hand washing, sneezing into sleeve).Recognize that food is fuel for the body.Recognize signs of physical activity (e.g., heart rate, breathing, sweat).Identify helpful and harmful substances to the body.Recall basic safety (e.g., follow rules, maintain personal space/boundaries, know phone number, address, emergency number).Objective 2 Develop skills in gross and fine motor movement.Participate in regular physical activity that requires exertion (e.g., walk, jog, jump rope).Explore a variety of fundamental and manipulative gross motor skills (e.g., hop, skip, twirl, dance, throw, catch, kick, strike).Perform a variety of fine motor skills (e.g., draw, cut, paste, mold, write).Maintain personal space and boundaries while moving.Create and perform simple dance movements that express who one is, knowledge of the body, feelings, senses, and ideas in time and space.Objective 3 Develop and use skills to communicate ideas, information, and feelings.Identify and express ideas, information, and feelings in a variety of ways (e.g., draw, paint, tell stories, play, make believe, dance, sing).Recognize similar colors as being members of the family of reds, blues, and yellows and shapes as being similar to squares, circles, and triangles.Describe sounds in terms of dynamics (loud/soft), pitch (high/low), duration (long/short; fast/slow), and timbre (tone of an animal, human, musical instrument, or machine).Develop competency in beat accuracy and respond to an understanding of beat as a life force through moving, singing, chanting, or playing instruments.Express emotions by selecting and playing a variety of simple rhythm instruments.ContentExploration and Literacy CentersWeek 1: (August) Welcome: teacher, class rules, classroom map, school map, school helpersCreative drama (play school) school sign, reading pointer, writing center, flag, calendar, song charts, poem chart, etc.Week 2: (September)Me: names, similarities/differences, name graph, name puzzles, name sortingStudent photos, name matching tub, rhythm sticks for name clapping, name alphabet graph, picture cards to sort beginning sound of name (Mary, mop, moon, monkey)Week 3: (September)Safety: home, playground, car, good touch, bad touch, substancesSigns, environmental print tub (stop sign, pedestrian crossing, school zone, etc.), clipboards, camera to photograph environmental print, container labelsWeek 4: (September)Body Care: cleanliness, rest, physical activity, first aid, dental careBarber shop, stethoscope for heartbeat, obstacle course, dolls, model of teeth, toothbrushes (dentist may donate), shampoo, lotion, toothpaste (discuss print on containers)Week 5: (September)Food is Fuel: fruits and vegetables, grains, dairy products, meats, marginal foodsPlastic food, play dishes, cookbooks, recipe cards, empty food containers, food pictures or plastic foods to go on paper plates, food pyramid floor puzzleWeek 6: (October)Change Over Time: height, weight, new skills, problem solving, contributionsScales, measuring tape, unifix cubes, body tracing, wall chart for measuring height, pictures of children of various ages, number cards, foot-long footprints for measuringWeek 7: (October)Fall: clipboard walk, signs of fall, pumpkins, apples, corn, insectsInsect tub, pumpkins, scales, apples, wooden apples, fall items, grocery ads of fall produce, labels of apple products, fall booksWeek 8: (October)Fall: bird migration, people and animal adaptation, fall activities, fall foods, fall poemsLeaves, pumpkins, seeds, dried corn, gourds, map for migration to Mexico, globe, fall books, books about MexicoWeek 9: (October)Fall: harvest, weather, leaf sorting, leaf patterns, frostChestnuts, harvest products, laminated leaf patterns, materials for leaf rubbings, nuts, nutcracker, thermometer, weather
charts from newspaper, fall booksWeek 10: (October)Five Senses (sight): colors, sight boxes, color goggles, reflections, shadows, magnificationSight boxes, color goggles, mirrors, magnifiers, microscope, materials for color mixing (food coloring, water, eye droppers, white egg carton), color recipe cards, sight booksWeek 11: (November)Five Senses (touch and smell): texture identification, comparison of fingertip sensitivity to sensitivity of other parts of the body, identification of classmates by touch, odor identification, nosesInk fingerprints, magnifiers, gack, clay dough, smelling cans, smelling paint (tempera paint with fragrance added), sniff art (boxes of gelatin, glue), texture books, scratch and sniff books, scratch and sniff stickers, books about touch and smellWeek 12: (November)Five Senses (taste): identification of taste, favorite taste, characteristics of tongue, names of tastes, tasting tableTasting table, mirrors, tongue map, magazines, scissors, new foods to try (kiwi, star fruit, pomegranate), grocery store drama center, food ads, shopping list, cash register, couponsWeek 13: (November)Five Senses (hearing): vibration, rhythm band, hearing loss, noise pollutionRhythm instruments, stethoscope, whisper tube, phonemic enhancer, noise station, tin can telephone, xylophone (place numbered stickers on each note, write numbered sheet music for familiar melodies), tape recorder, microphoneWeek 14: (November)Family Traditions: holidays, foods, family seasonal activities, family graph, family membersFlannel board family, family masks, family graph, blank books for student sharing of family traditions, family books, family word cards, holiday books, seasonal booksWeek 15: (December)Family Contributions: mothers, fathers, brothers and sisters, grandparents, babies, their contributions to a familyFlannel board family, family masks, family graph, blank books for student drawing and writing about their own family, family word cards, magazines, family booksWeek 16: (December)Cultural Traditions: introduction to globe, water, land, USA, places of cultures in our class on globe, UtahGlobe, maps, sand trough, relief maps, play rug map, toys for play rug, inflatable globe, cultural pictures, multicultural books, song charts, tradition table, label cards for traditionsWeek 17: (December)Family: word families, color families, my family, animal families, classroom familyLetter magnets, word family books, color mixing, animal family flashcards (such as pictures of animals in the cat family or dog family), family photosWeek 18: (January)Winter: clipboard walk, winter words, snowflakes, snowmen, iciclesWinter dictionary, pre-folded tissue paper for snowflakes, snow trough, clay dough or soap flakes for snowmen, icicles, winter books, compound word cards (snowman, snowflake, snowball), pocket chart, winter words, weather chartWeek 19: (January)Winter: winter weather, dressing for winter, animals in winter, plants in winter, winter problemsWinter clothes, animal pictures, animal word cards, plastic animals in snow trough, soap flakes, shaving cream writing, winter books, snowplow or snow blower operator, weather report from newspaper, winter articles, thermometerWeek 20: (January)Winter: thermometers, winter fun, snowballs, The Mitten, by Jan Brett, winter festivalThermometers, giant mitten and headbands, winter books, blank books to record ideas for winter fun, winter Olympic pictures, print from ski, skating, snowmobile shopsWeek 21: (January)Community Resources (people): police, fire, hospital, business, services provided by community helpersCommunity play rug, toy trucks, people pictures, environmental print from local area (hospital, police department, fire department, etc.)Week 22: (January)Community Resources (places): post office, stores, restaurants, park, universityCommunity play rug, toy trucks, people pictures, creative drama (kids help select theme, create print and equipment) environmental print from local area (post office, stores, restaurants, etc.)Week 23: (February)Maps: community mapping (play rug with logos of local businesses, university, zoo, school, etc.)Community play rug, classroom map, schoolyard map, direction cards, creative drama center such as post office or fire department that use mapping in occupation (kids help create center and maps for using in center)Week 24: (February)Friendship: making friends, my friends, attributes of friends, problem solving, activities togetherClass photos, student name cards, books about friends, blank books to write about friends ("I like _____" or "I like to ___ with _____.")Week 25: (February)Friendship: charting sequence of new friends for the week, friend finders festival (students work with a new friend each day)Class photos, student name cards, books about friends, blank books, name graph, class books and poems (students enjoy identifying authors)Week 26: (February)Citizenship: national symbols, Lincoln, Washington, USA (teach meaning of initials), students initials, characteristics of good citizensPatriotic rubbings, flags, blank paper, USA (standing for United States of America), national symbols, coins, name cards with first and last names, books about USA and other counties, maps, globeWeek 27: (March)Books (emphasis on rhyme): Mother Goose, poetry, rhyming words, word families, poem writingRhyming word picture sort, word family books, word family magnets, flannel board poems, pocket chart, rhyming picture and word cards, blank books, writing center (add new markers, stickers, paint set, colored pencils), add Mother Goose and poetry books to classroom libraryWeek 28: (March)Books (elements of books): alphabet books, number books, authors, illustrators, fairy tales and their charactersAlphabet stamps, number stamps, blank books, flannel board fairy tale characters, alphabet stamp markers, blank alphabet books, magazines, puppets, theater, billboard, tickets, programsWeek 29: (March)Books (emphasis on nonfiction): biographies, animal books, how-to books, field guides, make a bookBlank books, animal books, field guides with objects (insects, shells, rocks, etc.) biographies, how-to books, cookbooks, objects to build projects with, posters to record instructions or sequence "how to build a castle"Week 30: (March)Spring: clipboard walk, signs of spring, plants, seeds, colorsSeeds, potted plants, pussy willows, cuttings in water, paper towel stapled in baggie to place seeds, gardening supplies, spring books, books about plants, water color paints, paperWeek 31: (March)Spring: baby animals, birds returning, eggs, weather, activitiesSeeds, potted plants, pussy willows, cuttings in water, blank books to record growth of baggie seeds, baby animal picture cards, word cards, books about spring and animalsWeek 32: (April)Animal Differences: animal coverings, sizes, unique features, movements, soundsFur, seashells, snake skin, feathers, animal skins, animal cards, life-size animal outline (such as a giraffe or grizzly bear) to compare with size of students, footlong footprints for measuring size, animal books, brochures from zoo, plastic animals, plastic tablecloth for kids to make animal habitatsWeek 33: (April)Birds: bird facts, names and birdcalls, kinds of birds, nests, bird watchingNests, bird books, bird cards, binoculars, bird blind, bird feeder, field guides, bird name cards, bird call cardsWeek 34: (April)Reptiles and Amphibians: snakes, turtles, lizards, frogs, alligatorsSnake skin, turtle shell, tube of fabric to try to shed skin, pantyhose snakes, water trough, plastic animals, big rocks in trough, books about reptiles and amphibians, pocket chart, animal name cards, animal movement cardsWeek 35: (April)Farm Animals: cows, sheep, chickens, pigs, horsesPlastic animals, wooden barn, tablecloth or play rug farm, farm animal books, animal name cards, animal sound cardsWeek 36: (May)Pets: dogs, cats, hamsters, birds, what would you wish for?Pebble Books by Capstone, plastic animals, pet food containers, plastic cages (or baskets), pet store drama center, animal name cards, picture cards, animal sound cards, books about pets, pictures of pets, magazines, blank booksWeek 37: (May)Mammals: mammal facts, camels, bears, monkeys, batsAnimal masks (put on and tell class name of animal and if it is a mammal), plastic animals, animal pictures for sorting and matching, animal word cards, animal fact booksWeek 38: (May)Water Animals: whale, fish, octopus, shark, ocean animal muralTub of water, plastic ocean animals, blank mural paper, blue and green finger paint, drawing paper, books about ocean animals and water animalsWeek 39: (May)Zoo Animals: zebra, gorilla, elephant, giraffe, kangarooPlastic zoo animals, plastic tablecloth zoo with cages for sorting, animal cards, zoo books, animal books, word cardsWeek 40: (June)Kindergarten Memories: friends, activities, field trips, books, etc.Pictures of the year's activities, name graph, blank booksThis page is periodically updated.
- basic writing alphabet and numbers.
- Social introduction; coexistance without discrimination.
- Hygiene and etiquette in public setting like school.
